高中英语选修6unit_4单元教案

Unit 4 Global Warming教材分析Ⅰ.教学内容分析本单元的中心话题是人类当今面对的环境问题，主要探讨了“全球变暖”和“节约能源”等方面的问题。

由于人类过多使用不可再生能源，大气中二氧化碳的含量逐年增加，导致全球气温上升。

通过学习本单元，让学生了解能源分为“不可再生能源”和“可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。

语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。

“热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。

能源可分为两类：一类是可再利用能源；另一类是一次性能源。

把前面列举的能源按能否再利用这一标准进行分类。

本部分提供了六幅图片，教师可以从识图开始组织教学。

还可以让学生搜集一些其他相关图片。

这六幅图分别为：风力（wind power）、燃煤发电站（a coal power station）、炼油厂（an oil refinery）、原子能发电站（a nuclear power plant）、太阳能接受器（solar panels）、水坝（a hydro dam）。

“读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用，然后要求学生讨论大气中温室气体的作用。

温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。

温室是由玻璃构成的建筑，主要用于花果蔬菜的培植。

温室能阻止热量散发，因而能帮助植物度过寒冷的时期。

该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。

“阅读”(Reading) 部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因。

20世纪中，地球的温度上升了华氏1度。

这看上去是一个很小的数字，但相对于自然界的其他现象来说，这个增长速度是迅猛的。

这种现象是自然发生的还是人为的？这个问题引起激烈的争论。

许多科学家认为，这种变化是人类燃烧矿物燃料所致。

Unit 4 Global warmingWarming up & ListeningTeaching goalsEnable the students to know something about energy resources and something that use energy, and listen for details and catch the specific information as much as possible.Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.Teaching important and difficult pointsHow to make sure the answers of listening material.Teaching aidsA recorder and cassette tapes, a projector, and a computerTeaching proceduresStep 1 Warming upDo you know any kind of energy resource?Do you know anything that use energy?things that use energy in a house(Slide show: some pictures of things that use energy in a house.)Things that use energy Sources of energylights television cassette player computerfridgestovewashing machine hairdryervideo recorder coal oilnatural gaswind(power)sun(solar energy)water(hydro-electric power) the sea ( tidal energy) uranium(nuclear energy) plant waster(biomass energy)T: Now let’s look at some more pictures and decide whether they are renewable or not.(Slide show: pictures of some forms of energy)wind energy renewablesolar energy renewablehydroelectric power renewablegeothermal energy renewabletidal energy renewablebiomass energy renewablenuclear power plant, non-renewable (picture)an oil refinery(精炼厂), non-renewable (picture)coal power station, non-renewable (picture)natural gas non-renewable (picture)uranium Ore (铀矿石) non-renewable (picture)The element uranium does not occur in pure form in nature but is found in minerals such as carnotite（钒钾铀矿）, pictured above. (picture)Conclusionnon-renewablecoal oil natural gas Uranium fossil fuelsrenewablewind (wind power) sun (solar energy) water (hydro-electric power)plant waste (biomass energy) hot springs or geysers (geothermal energy)the sea (tidal energy)Slide showWhat are fossil fuels?Ancient animal and plant material below the surface of the earth with a high carbon cont ent, such as coal, oil and natural gas, which can be burnt to produce energy.Also known as non-renewable energy because once they are used they have gone forever; they cannot be renewed.Step 2 Pre-listeningRead Exercise 1 together:1. Read the statements below and tick the ones you agree with.2. Listen to the tape and answer and decide which statement Professor Chen doesNOT agree with.1. We'll have to stop using fossil fuels.2. About 90% of the world's energy comes from fossil fuels.3. We can replace fossil fuels with renewable sources of energy.4. Nuclear power is a good source of energy.5. In the future, we'll need new technologies to replace fossil fuels.6. It's the developed countries who are to blame for producing most of the carbon dioxide.3. Listen again and tick the phrases that Professor Chen uses to agree or disagreewith Li Bin.Slide showExactly. I’m afraid I disagree with you.That’s true. I’m afraid not.That’s right. I don’t think so.That’s correct. No way.I agree. I don’t agree.4. Listen for the third time and fill in the blanks.1．Our modern _________ societies depend on the energy we get from_________.2．It’s a very ____________ and cheap form of energy.3．Can’t we just ________ fossil fuels with ________ sources of energy like sun or wind power?4．However, whatever we do, we have to do it as a ________________.5．The _________ countries are really the ones to ______.Keys:1．industrial; fossil fuels 2. concentrated 3。

Unit 4 Global warming学情分析：教材分析本单元以Global warming 为主线，旨在通过单元教学使学生经过思考、学习，认识到全球变暖的起因和它所带来的种种后果。

同时鼓励学生进一步阐述地球所面临的其它严重问题，激发学生的环保意识。

引导学生运用所学语言、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力，并能运用所学知识写一篇有关环境问题的论文。

类别课程标准要求掌握的项目话题Global warming, pollution and the importance of protecting the earth功能句式Expressing agreement, disagreement, blame and complaint Yes, I agree with you./ Yes, I think so./ I believe that you’ve got it right.I don’t think so./ I don’t think that’s right./ I’m afraid you are wrong. I’m sorry to bring this up, but ... / I’m sorry to have to say this, but ... They shouldn’t have done it./ They are to blame./Why don’t you do something about it?/ Perhaps they should/ ought to do ...词汇本单元无写作词汇。

阅读词汇：consume, graph, random, phenomenon, subscribe, fuel, quantity, tend, per, data, catastrophe, flood, oppose, mild, consequence, state, range, glance, widespread, steady, steadily, tendency, average, existence, outer, advercate, commitment, pollution, growth, electrical, casual, motor, can, circumastance, microwave, refresh, educator, contribution, presentation, nuclear, disagreement词组come about, subscribe to, quantities of, go up, result in, even if, be opposed to…, keep on, on the whole, on behalf of , put up with, so long as, and so on语“It” used for emphasis法It is human activity that has caused this global warming.教案一Warming Up, Pre-reading and ComprehendingTeaching goals1.Enable the students to talk about different sources of energy and express their own ideas about the use of energy.2. Enable the students to talk about the causes and effects of global warming.Step1.Warming upT: As we all know, we depend on energy to do many things in our daily life. Some people even say we could do nothing without energy. Do you aggree with me ?Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.Sample answers:Renewable Non-renewableWind power CoalSolar power Natural gas and oilHydroelectric power Nuclear powerStep 2. Pre-readingLook at the picture of greenhouse on page25.What is it in the picture?☆Discuss the pre-reading part 1and 2.(Greenhouse gases: In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor.)☆Then what do you think greenhouse gases do?(They trap heat from the sun and therefore warm the earth.)☆One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? What’re your opinions? Next we’ll read an article “THE EARTH IS BECOMING WARMER — BUT DOES IT MATTER?”Step3. Comprehending☆Look at the title can you guess the main topic of the article(Global warming/ the warming of the earth)Skimming:☆ Read the passage quicklyHow many paragraphs does the reading text consist of? Please number them.According to the main idea of each part, match them in a right order.Part1 (1) Two different attitudes among scientists towards global warming.Part2 (2-5) How global warming comes about.Part3 (6) Introduce a discussion about global warming.Part4 (7) Leave us a question whether people should do something about global warming or not. ☆Can you match the logic order with each part? (Keys: BADC)A. Giving examples,using graphs, explanationB. Raising a questionC. Leaving a questionD Giving examples, making contrast☆Scanning: Finish the exercises 1(1,2) and 2(True or false)教案二Language points1. So how has this come about and does it matter?Can you tell me how the accident came about?With the use of electricity, great changes have come about.总结：come about发生, 造成, 相当于happen/take place/ occur to是不及物短语。

人教选修6 Unit 4 Global WarmingExtensive reading and writingTeaching goalsAbility goalsEnable the Ss to talk about environmental pollution and write a composition on environmental problems.Learning ability goalsHelp the Ss to write a composition on environmental problems.Teaching important & difficult pointsHow to help the Ss to write a composition on environmental problems.Teaching aidsA computer and a projectorTeaching proceduresStep1 Extensive readingRead Tom’s essay about litter. Make a summary for each paragraph, and then fill inStep2 DiscussionDiscuss the environmental problems that concern people most in groups of four. List as many environment topics as possible, and then write them on a piece of paper.A sample list of environment topics:air pollution, noise, soil erosion, water pollution, litter classification, desertificat ion, and make green by planting treesStep 3 WritingChoose a topic from the list that you feel strongly about. Make notes on your topic using headings similar to the table in the reading task. Use the passage as a model.Writing tips:Step 1: Write out the thesis statement. (point of view)Step 2: Write out the topic sentence of the first body paragraph.Step 3: Give the supporting points and details about the first subtopic.Step 4: Write out the topic sentence of the second body paragraph.Step 5: Give the supporting points and details about the second subtopic. (mor e body paragraphs ...)A sample version:The Environmental Effects of Fossil FuelsThere is no doubt that fossil fuels bring a lot of good to us. But do you kno w that many of the environmental problems our country faces today result fro m our fossil fuel dependence.The environment faces air pollution, global warming, acid rain, and several oth er very serious problems because of our use of fossil fuels. Over the last 150 years, burning of fossil fuels has resulted in more than 25 percent increase in carbon dioxide in our atmosphere.Carbon dioxide is one of the main factors in global warming which is negativ ely affecting everyone.Fossil fuels also affect water pollution, land pollution, and thermal pollution (h eat pollution). Coal mining is one of the causes of pollution in the environmen t. After the mining is completed, the land will remain barren. Materials other t han coal are also brought to the surface in the coal mining process and these are left as solid wastes.The production, transportation, and use of fossil fuels are to blame for the effe cts of pollution on the environment. Then what should we do? We should spar e no effort to improve our environment. Please save energy and use fewer fos sil fuels in our daily lives.Step 4 HomeworkFinish your composition on environmental problems.。

Unit4. The Earth Is Becoming Warmer-But Does it Matter 教案Teaching Aims:1.Improve the students’ reading ability2.Having concept of “greenhouse gases”,”greenhouse effect””global warming”3.Know scientists’ attitude towards “global warming”4.Can write down the advantages as well as disadvantages of “global warming” and can express them to the whole classTeaching Important and Difficult Points:1.How to Improve the students’ reading ability2.How to guide students to write and to express his or her attitude in own wordsEmotional Aims:Enable the students to know the importance of protecting earthMedia preparation:Blackboards, PPT, video player, Mp3 playerTeaching Process:Step1. GreetingsGreet the whole classStep2. Lead-inShow three groups of pictures, which are about shallow understanding of “global warming”, and let them choose the right picture of each group.eg.Which of the following picture doesn’t show the phenomenon?Step3. Fast-ReadingMatch: the main idea of each paragraph. (Divided them into seven groups,each group answer one paragraph.)Step4. Intensive Reading1)Analyze paragraph1 and paragraph2 in a way of graph1. Answer two questions.What is this graph about? What has caused this phenomenon?2) Listen to paragraph3 and then discuss questions in group to choose right answer.Greenhouse gases refer to ____.A. carbon dioxideB. the burning of fossil fuelsC. byproducts of the burning of fossil fuelsD. coal, natural gas and oilGreenhouse effect ____.A. is a natural phenomenonB. happens when there’s too much carbon dioxideC. does great harm to human beingsD. makes life for human beings betterSummarize this paragraph in a way of simple drawing.3)Give a graph2, ask one student to analyze the graph2 as the way of graph1. Then combined with Paragraph4 and Paragraph5, judge T or F. The carbon dioxide content in the air increased by 70 parts per million from 1957 to 1997.All scientists accept the data in graph 2 except Charles Keeling.4)Read paragraph6 together and summarize the different attitudes towards global warming.Dr.Foster: It would lead to a catastrophe.George Hambly: We should not worry about it.5)Read paragraph7 independently and answer questions.If we start reducing the amount of carbon dioxide and other greenhouse gases, is the climate going to stop?What's the attitude of the author? Positive?Negative or Neutral?6)Summarize the structure of the whole passagePart1 (paragraph1)Part2 (Paragraph2-5)Part3 (Paragraph6)Part4 (Paragraph7)Step 5 WritingWrite down the advantage or disadvantage of global warming in your opinion.Step 6 Play a video to express my view.Step7 HomeworkSurf the Internet for more informationabout global warming.Teaching ReflectGlobal Warming is one of the most important topic we face in this century. Teacher should guide students to focus this topic and do activities to protect our earth.。

Unit4 Global warming一、学生分析本堂课所教学生为高二文科班的学生，积极和活跃是他们在课堂学习实践活动中的特点。

大部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了较好的基础。

表现为：大部分学生能够做到课前预习和准备，课堂上能伴随课程的思路，积极主动的参与课堂活动，如小组讨论，问答练习等；并且部分学生都具有一定的自我约束能力和独立思考的能力，如对某一问题进行讨论时除了能够完成对问题的回答，还能够提出反问甚至是自己独特的见解等。

但是仍有一小部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。

对此，在课堂活动中要进行有针对性的帮助。

如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。

本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务，对健康生活的真正涵义也有了一定的理解。

因而在本堂课的引入环节中就结合这个内容进行了设问。

如“健康生活需不需要保护环境呢？”等。

且学生在这一单元以及之前所掌握的英语语言知识技能如：环境和健康的关系；如何开展讨论；如何发表自己的观点等都可以运用到本节课中。

二、本节课教材分析与教材整合1. 单元教材分析本单元以Global warming 为主题，学生通过单元教学经过思考、学习，讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。

同时学生能够进一步认识我们的地球所面临的其它严重问题，激发学生的环保意识。

引导学生运用所学语言知识、句式表达自己对这些现象的看法，培养他们为自己的观点辩论的能力。

Warming Up通过真实的图片再现，使学生对能源的用途和种类有一个基本的了解。

从而为本单元主题Global warming 作了很好的铺垫。

Pre-reading部分组织学生对这些问题的讨论、回答，也让学生有进一步思考的空间，为下一步阅读做好准备。

选修6 Unit 4 Global warming 教学设计The Second Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build upb. 重点句式There is no doubt that the earth is becoming warmer. P26Without the‘greenhouse effect’, the earth would be about thirty-three degrees Celsius cooler than it is. P26They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. P262. Ability goals 能力目标Enable the students to talk about the causes and effects of global warming.3. Learning ability goals 学能目标Help the students learn how to talk about the causes and effects of global warming and express ideas about what people should do about it.Teaching important points教学重点Help the students learn how to debate over the topic “We should do nothing about global warming.”Teaching difficult points 教学难点Enable the students to learn the writing skills of the text and get a better understanding of articles of this kind.Teaching methods 教学方法Listening, reading and group work.Teaching aids 教具准备A recorder and a computer.Teaching procedures & ways 教学过程与方式Step ⅠRevisionCheck the homework.Review the useful expressions about agreement and disagreement.Show the students some pictures on the screen. The students have to give names of different energy sources relative to the pictures and deicide which energy sources are renewable and which are not. Then ask the students to tell the effects of using these energy sources. Step Ⅱ Pre-readingShow a picture of greenhouse on the screen.T: Now look at the picture. What is it in the picture?S: A greenhouse.T: Right. Who can tell me what it is used for?Sa: A greenhouse is made of glass and is used for growing plants, especially during cold weather.T: Yes, you are right. And how does it work?Sb: The air inside is warm because the glass traps the heat from the sun and keeps it from escaping. This makes the greenhouse heat up and so the plants can grow throughout the cold period.T: Exactly. Thank you. But today we are not going to talk about greenhouse, we’ll talk about greenhouse gases. Have you heard about this before?Sc: I know. In the atmosphere surrounding the earth there are gases, which are called “greenhouse gases”, including carbon dioxide, methane and water vapor.T: That’s correct. Then what do you think greenhouse gases do?Sd: Let me explain it. They trap heat from the sun and therefore warm the earth.T: Yes. Last class we talked about the effects of burning fossil fuels. One of the effects is more and more carbon dioxide is being produced, which in turn increases the speed of global warming. Does it matter? What’re your opinions? Next we’ll read an article “THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?”Step Ⅲ While-readingGet the students to read the passage fast and meanwhile help the students form a good habit of reading.T: What do you think will be talked abo ut at the sight of the title “THE EARTH IS BECOMING WARMER —BUT DOES IT MATTER?” Now please skim the passage to obtain a general idea of the whole passage. While reading, pay attention to the writing skills and if possible, divide the whole passage into several parts and summarize the main idea for each part. After a few minutes.T: How many parts can this text be divided into?T: Any different ideas? OK. Now let’s finish the form on the screen.Show the form on the screen and let the students complete the form.Main ideas of each part Writing techniquesStep Ⅳ ComprehendingLet the students read the passage again to find out the answers to the questions in Exercises 1 and 2.T: Now let’s listen to th e tape. While listening, pay more attention to specific information. Then read the whole passage by yourselves. Try to find out the answers to questions in Exercises 1 and 2. You may work in groups.Step Ⅴ DebateGet the students to debate over the statement: We should do nothing about global warming. Let them work in groups of six to prepare it.T: Now you are going to have a debate: We should do nothing about global warming. Please follow these instructions.Put the following instructions on the screen.● Get into groups of six. Decide which three in your group are going to agree with the statement (Group A) and which three are going to disagree with the statement (Group B).● Group A discuss why they agree with the statement; Group B discuss why they disagree.● Group A and B get together. Tell each other the reasons why agree or disagree with the statement.T: We don’t have time to do it in class. Please finish it after class. Try to collect as much information as possible on the Internet and share it with the others in class. Next class I’ll get some groups to act out your debates.Step Ⅵ Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Preview Using Language ― WHAT CAN WE DO ABOUT GLOBAL WARMING？精美句子1、善思则能“从无字句处读书”。

教案选修六Unit4 ReadingThe earth is becoming warmer—but does it matter?Period3 Extensive reading制作人张刘霞单位荥阳市实验高中I. Teaching aims:1.Gain the main idea of the passage ;2.Understand the structure of the passage ;3.Improve the students’ ability to handle the details.II.Teaching important and difficult points: 3III.Teaching methods:Task-based methods and group workIV.Teaching aids:Mess media、 learning paper、 blackboard、chalkV.Teaching procedures:Step1：Lead-in. (3’)Show several pictures to students, and then ask them to find a word (greenhouse) to express them. Global warming is increasing rapidly. How has this come about? Does it matter?Now we’ll read the article “The earth is becoming warmer—but does it matter?”Step2 Skimming(跳读7’+3’)Skimming the passage to find out the answers.1. Who wrote the magazine article?2. What is the name of the magazine?3. What are the names of the three scientists mentioned in the article?4. What are the two graphs about?5. What is the main topic of the article?Step3 Discussion (5’)The earth is becoming warmer. In your opinion, does it matter?What we should do to protect our earth?Step4 Detailed reading (10’)Read the passage carefully to work out whether the statements are true or false.1. The temp erature last century didn’t increase much.2. Everyone believes that global warming is caused by the activities of humans.3. Janice Foster believes that global warming is caused by burning fossil fuels.4. Natural gas is a greenhouse gas.5. Carbon dioxide is a byproduct of burning fossil fuels.6. People accept Charles Keeling’s data because he took accurate measurements. Step5 Scanning(略读，浏览8’)How many paragraphs does the reading text consist of? Please number them. According to the main idea of each part, match them in a right order.Part1 (1) Two different attitudes among scientists towards global warming. Part2 (2-5) How global warming comes about.Part3 (6) Introduce a discussion about global warming.Part4 (7) Leave us a question whether people should do something about global warming or not.Can you match the logic order with each part? (Keys: BADC)A. Giving examples, using graphs, explanationB. Raising a questionC. Leaving a questionD Giving examples, making contrastStep6 Enjoying reading (8’)Read the article thoroughly again and try to understand it by yourself.Step7 Conclusion and Assignment (1’)Read the article carefully and complete the passage.There is no ___ that the earth is becoming warmer. All scientists believe that ___ is human activity that has caused this ___ warming ___ ___ a random but natural phenomenon.The earth i s just like a “greenhouse”. The “greenhouse” gases ___ heat from thesun and ___ the earth. The problem is that we add huge___ of carbon dioxide into the atmosphere by ___ fossil fuels. Consequently, more heat energy tends to be ___, causing global warming. Over the last 100 to 150 years, the ___ of carbon dioxide ___ ___ greatly.However, the attitudes ___ these rises are completely ___ among scientists. They don’t agree with ___ ___. ___ the one hand, some scientists think it could be ___, leading to many ___ like floods, droughts, famines, the ___ of diseases and the ___ of species. On the ___ hand, others ___ ___ ___ the view and hold a ___ attitude. They believe that we should not ___ ___ high levels of carbon dioxide in the air. Which are you in ___ of?No one knows the ___ of global warming.VI.Design on the blackboard:Unit4Period3 Extensive readingStructure引言主体结论Part2 (2-5)Part1 (1) Part4 (7)Part3 (6)VII. Reflection of this class:。

Unit4 Learning about language精品教案Teaching Goals:1.To enable Ss to master some useful words and expressions.2.To discover useful structures.3.To get Ss to have knowledge of the grammar point: the use of it.Teaching Procedures:Step 1. Free talkGet Ss to talk about what causes global warming.Step 2. Word studyPurpose: To consolidate the words and phrases in the text.1. Individual workGo over the new words and phrases in the previous sections. Then complete each sentence with one of those new words or phrases.(1) Charles Keeling collected on the carbon dioxide content in the atmosphere over a forty-year period .He found that the amount of carbon dioxide _________ increasing during that time.(2) Although we are burning coal in huge every year, we won’t of it for centuries.(3) If the amount of greenhouse gases continues to we could be facing a global.(4) Many scientists believe that global warming has through the burning of fossil fuels. They do not think that ignoring the issue is worth the_______.(5) describes weather conditions over a period of years in a particular place.(6) The of a rising sea level would be widespread flooding.(7) The use of energy in Susanna’s country is lo w the use of energy in the USA.(8) The warming of the earth is a that cause great concern.(9) The shows temperature changes during the 20th century.(10) One hectare of forest can absorb 23 tons of carbon dioxide year. Suggested Answers:data, kept on (2) quantities, run out (3) build up, catastrophe (4) come about, risk (5) Climate (6) consequence (7) compared to (8) phenomenon (9) graph (10) per2. Pair workLook at the two graphs on page 26. Then complete the paragraphs about them with appropriate words. Do the exercise in pairs.The first graph shows the global between and . The temperature and decreased over this period but on the whole it by around one degree Fahrenheit. During this time, the earth reached its temperature in about and its highest in 2000.There was a steady in the temperature during the twenty years after 1980.We can see from the graph that the earth has become since early last century.The second graph shows the amount of in the atmosphere from to . The carbon dioxide steadily over this forty-year period .It went up from 315 to 370 parts million.Suggested Answers:temperature; 1860,2000; increased/rose/went up; increased/rose/went up; coolest/lowest; 1910; increase/rise; warmer; carbon dioxide; 1957; 1997; content; increased/rose/went up; perStep 3. Grammar1. It构成的英语强调结构①强调句型的基本结构形式为：“It is/was+被强调部分+that+句子的其余部分”当被强调部分是人时that也可以换成who。

Unit 4 Global warmingReadingTeaching goalsTarget languagewords and phrases:energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep onAbility goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming.Teaching important & difficult pointsEnable the students to get a better understanding of articles of this kind.Teaching aidsA projector and a blackboardTeaching proceduresStep 1 Warming upT：Now let’s look at a picture on the sli de and answer the question below.What is the greenhouse made and used for?A greenhouse is made of glass and is used for growing plants, especially during cold weather.What’s greenhouse effect?Step 2 ScanningRead the text quickly and find the answer to the questions:1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong, Earth Care.2. What are the names of the three scientists mentioned in the article?Dr Janice Foster, Charles Keeling, George Hambley.3. What do they think about global warming? Do they agree with one another?They don't agree with each other.Dr. Janice Foster thinks the effects of global warming could be very serious. George Hambley thinks global warming will be mild with few bad environmental cons equences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a b igincrease in carbon dioxide.The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.4. What are the two graphs about?The first graph shows the temperature increase of one degree Fahrenheit between 1 860to 2000. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.5. What is the main topic of the article?Global warming/ the warming of the earth.Step 3 SkimmingRead the passage carefully and judge whether the statements are true or false.1. The temperature last century di dn’t increase much.2. Everyone believes that global warming is caused by the activities of humans.3. Janice Foster believes that global warming is caused b the burning fossil fuels.4. Natural gas is a greenhouse gas.5. Carbon dioxide is a byproduct of burning fossil fuels.6. People accept Charles Keeling’s data because he took accurate measurements.7. Flooding could be one of the effects of future global warming.8. George Hambley believes scientists are just guessing about the effects of global warming.9. George Hambley is worried about the effects of carbon dioxide on plant growth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find out the main idea of each part.Part 4 (Para _11__ to ___) It’s up to readers to think and decide whether people should do somethingabout global warming or not.Step 5 DebateGet into groups of six. Decide which three in your group are going to agree with the statement and which three are going to disagree with the statement.Group A: We shall do something about global warming.Group B: We shall do nothing about global warming.Group A discuss why they agree with the statement; Group B discuss why they disagree.Group A and B get together. Tell each other the reasons why agree or disagree with the statement.Step 6 Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Surf the Internet for more information about global warming。